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Best practice recruitment and selection a tool kit for the community sector
Contact us
At the State Services Authority
Email:info@ssa.vic.gov.au
At the Department of Planning
and Community Development
Email:communitysector@dpcd.vic.gov.au
Copyright State Government of Victoria 2009
Best practice recruitment and selection a tool kit for the community sector
Table of contents
1
Introduction
Information sheet 1
15
1.1
1.2
1.3
1.4
4
4
4
5
Job Analysis
15
Information sheet 2
18
18
Information sheet 3
21
21
Information sheet 4
23
23
Information sheet 5
24
24
Information sheet 6
25
25
Information sheet 7
27
27
Information sheet 8
29
29
Information sheet 9
31
31
Information sheet 10
32
32
Information sheet 11
34
34
Information sheet 12
35
Assessment techniques
35
Information sheet 13
40
Reference checking
40
Information sheet 14
41
41
Information sheet 15
42
42
Information sheet 16
44
44
Information sheet 17
45
Probation periods
45
Glossary of terms
Additional resources and links
12
13
Best practice recruitment and selection a tool kit for the community sector
1 Introduction
1.1 Purpose of this tool kit
This tool kit has been developed to assist the
community sector in the application of best
practice in the recruitment and selection process.
This, in turn, supports the broader objectives of
meeting workforce capability needs.
This tool kit represents an end-to-end best
practice recruitment and selection process, from
planning to evaluation.
The tool kit comprises an overview of the
recruitment and selection process, information
sheets, and templates provided online.
This tool kit has been produced to assist
community sector staff in the application of best
practice in recruitment and selection. The
templates can be adapted to suit specific
organisational needs.
Best practice recruitment and selection a tool kit for the community sector
Best practice recruitment and selection a tool kit for the community sector
Best practice recruitment and selection a tool kit for the community sector
Best practice recruitment and selection a tool kit for the community sector
2.3 Attraction
The term attributes is used instead of abilities as this enables the capture
of the inherent person requirements that are additional to the learned
abilities of a person.
Best practice recruitment and selection a tool kit for the community sector
2.4 Short-listing
The short-listing process involves determining
which applicants meet the minimum key selection
criteria to perform the job satisfactorily and/or
ranking applicants to progress to the next stage of
the selection process.
Short-listing candidates supports an efficient
applicant assessment process through
ascertaining whether candidates meet the
relevant criteria to reduce the applicant pool to a
manageable size.
Best practice techniques in short-listing applicants
include:
using a standard application form. This form
should:
standardise the format and information
collected from applicants to reduce potential
subjectivity in the assessment process
contain statements confirming that the form
has been reviewed for fairness and equity
communicate who will see the information,
privacy and how information will be used in
the recruitment and selection process and
state that applicants may be required to verify
the information provided
using a scoring procedure to evaluate whether
applicants meet the key selection criteria or
determine ranking for the next stage of the
process
developing, where possible, a talent pool (with
applicants permission) of those who were not
successful for this particular position, but who
may be suitable for an alternative position.
More information on short-listing is
provided in the information sheet:
Using a standard application form for
short-listing.
Best practice recruitment and selection a tool kit for the community sector
1. employment dates
2. appraisal of an applicants claimagainst the
key selection criteria
3. estimates of an applicants job performance
capabilities
4. employers willingness to re-hire the applicant.
Professional referees (i.e. a previous employer)
should be contacted to provide information on the
applicant. If an applicant does not provide
professional referees and does not have a
legitimate reason, this could indicate issues
around their past experiences. It is advisable to
explore reasons as to why recent previous
employers details are not given.
Telephone reference checks are the most
frequently used method of reference checking.
This method has a number of advantages:
high return rate
allows the reference checker to ask follow up
questions for clarification
it is inexpensive to conduct
speed.
A structured approach to reference checks
improves its value. A standardised questionnaire
that requires referees to rate the applicants
standing on a number of job relevant attributes
(rating scale 05) with a descriptively anchored
response format should be used.
Mandatory checks (e.g. police checks) are an
important part of the recruitment and selection
process. These checks must be added into the
recruitment and selection process as relevant to
the organisation.
A standard reference check template is available
online at:
www.dpcd.vic.gov.au/communitysector.
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2.9 Evaluation
2.8 Induction/orientation
Induction/orientation facilitates a new starters
adjustment into an organisation. Effective
orientation is an investment in employee morale,
productivity and retention.
Industry best practice suggests
induction/orientation should involve:
conducting a structured induction process that
covers tactical and administrative issues
using a buddy system
obtaining formal feedback from new starters
after a specified time in the new role
monitoring and managing probation.
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3 Glossary of terms
applicants are individuals who apply for a vacant
role.
attributes are the inherent personal requirements
that are additional to the learned abilities of a
person.
behaviourally-oriented questions probe the
applicant to recall a past behaviour to
demonstrate their ability to meet the knowledge,
skills and attributes being measured.
best practice is based on predicting who would
be the best person for a role using a variety of
selection methodologies.
candidates are individuals who are the target
market and potentially may apply for vacant roles.
12
13
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Information sheet 1
Job Analysis
Step 1
Step 2
Step 3
Step 4
Process
Understand the
tasks
Develop selection
criteria & decide
techniques
Review position
description
Activity
Select or develop
framework;
asking job experts to recruitment selection
techniques that
rate job tasks and
KSAs most critical for measure the KSC.
effective performance.
Develop or modify
current position
descriptions to reflect
the KSC identified by
job analysis.
Tools
O*NET
Information Sheets 56
Best practice recruitment and selection a tool kit for the community sector
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Tip 2: The job analysis process can be aided by the use of the Community Sector Workforce
Capability Framework Capability Cards.
2. Understand the capabilities (knowledge, skills and attributes) required for the
position
Interview or observe the incumbent, line management and/or members of the incumbents team to
develop a list of capabilities (knowledge, skills and attributes) that the applicant must possess upon entry
to perform the role effectively. This is distinct from that which can be learnt on the job. Refer to
Information sheet 2: How to determine the required knowledge, skills and attributes and Information sheet
3: How to determine job outcome or key result areas.
Ask the incumbent, line management and/or members of the incumbents team to rate which job tasks
and capabilities are most critical for effective performance.
3. Turn the capabilities (knowledge, skills and attributes) into key selection criteria
From the capabilities that have been identified as necessary to perform in the role, develop clear and
unambiguous KSC to assess the degree to which applicants possess the requisite capability. Refer to
Information sheet 4: How to develop key selection criteria for more information.
Select or develop recruitment and selection techniques that measure the capability.
3 O*NET is a free on-line resource which can used as a starting point for a job analysis process. It provides information on both the task and person requirements. It is
available at www.online.onetcenter.org.
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Tip 4: Use job analysis to identify the parameters you have for flexibility by:
Providing training to develop an applicant who demonstrates potential to meet the KSC in time (i.e.
if you do not get a candidate that meets all the job requirements)
Redesigning the job to meet the requirements of the applicant this may include job sharing,
changing a full time role to part time, or making reasonable adjustments for a person with a
disability
Offering flexible work hours
Providing remote access to organisational systems to allow working from home.
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Information sheet 2
How to determine the required capabilities
To successfully perform the role there are certain capabilities (knowledge, skills and attributes) that a
person requires.
Capabilities
Knowledge
Skills
Attributes
what the person needs to know the specific skill/ability needed to personal characteristics/
in order to perform in the role
meet the required outcomes of style/values relevant to perform
the role
in the role and to align with the
organisation
e.g. industrial relations
KSA can be described as enduring skills or abilities and/or trait-like features. The competencies and
characteristics help identify which applicants are most likely able to perform in a particular role.
The table below provides a brief example of KSA which may relate to a position, it is by no means an
exhaustive list. The capabilities and personal attributes are taken from the Capability Framework.
Example of KSA for a Care Manager
Capability streams
Personal attributes
used to establish skills used to establish
required
attributes required
Required knowledge Good understanding of
(K)
theory and practice of
aged and disability
service provision
Good understanding of
assessment,
counselling, liaison,
advocacy
Working knowledge of
high quality case
management
service/provision
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Partnerships and
collaboration
Time management
Problem solving
Advocacy
Communication
Client member outcome
Knowledge of client
Planning and organising issues
Interpersonal skills
Interpersonal skills
(active listening,
empathy, social
awareness, emotional
awareness)
Required attributes
(A)
Client focussed
(prioritises needs/aims
for best
outcomes/follows
through)
Committed to social
inclusion
Team player
Empathetic
Respects difference
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Once the capabilities for the job are determined, the next step is to understand what the key outcomes or
key result areas are for the role. That is, determine how in time you will know the new employee has been a
successful hire refer to Information sheet 3: How to determine job outcomes or key result areas.
Best practice recruitment and selection a tool kit for the community sector
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Information sheet 3
How to determine job outcomes or key result areas
After determining what tasks and capabilities are required for the role, it is important to decide what the new
employee is to achieve in this role. That is, determine what key result areas (or outcomes) are necessary
in order for the new employee to be considered successful.
The outcomes of the role should be determined using the following goal setting principle:
S = specific
M = measurable
A = appropriate
R = realistic
T = time-bound
An example of a key result area is Decrease workplace accidents by 5% over the next 12 months. This
simple key result area matches the SMART principle.
Tip: There is a need to move away from recruitment to vacancy towards recruitment to capability.
This requires a far greater emphasis on planning for recruitment rather than waiting for vacancies to
appear4.
Identifying job outcomes or key result areas produces practical goals which research has indicated
enhances employees job satisfaction and engagement. It is also important to identify key result areas that
are typical of the role and are flexible enough to evolve with the job or be transferable to other areas of the
organisation.
The table below provides a set of example key result areas which may be related to a Care Manager role. It
is by no means an exhaustive list.
Key result areas for a Care Manager
Indicators
Future directions for workforce planning: analysis and discussion, State Services Authority, 2007
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Obtain current information on the variety of client Develop a resource list of the relevant
services and relevant professional agencies in the services/agencies for access by all care managers
municipalities of (list municipalities here) for use within (insert number) months
by this program
Increase knowledge and expertise in palliative
care services
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Information sheet 4
How to develop key selection criteria
Information obtained from the job analysis process is used to develop the key selection criteria (KSC) that
is to be used to assess the requisite capabilities.
KSC are used to assess applicants on past behaviours and experiences in order to determine whether they
have demonstrated they have the requisite KSA, as opposed to simply saying they meet the criteria.
Key considerations in developing KSC include:
Has a job analysis been conducted? The quality of job analysis has a direct and significant impact on the
development of KSCs.
Is the KSC critical to the role (i.e. a must have)? Or is the KSC just an additional benefit if the applicant
has it (i.e. a nice to have)?
If the KSC is not critical, it is not a key selection criterion and should not be included.
KSC should be stated in clear and unambiguous language.
Is the criterion succinctly described?
All types of candidates, irrespective of whether they are from the community sector or the private sector,
should be able to understand the language being used.
Does the KSC contain jargon?
Five or six KSC are usually sufficient to assess the requisite KSA
Tip: While assessing candidates against KSC is important, it is also important to ensure that the use
of KSC does not place additional demands on candidates, especially in a tight labour market.
Therefore, consideration should be given to whether candidates should be required to respond to
KSC at application or at a later stage in the recruitment and selection process.
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Information sheet 5
Assessing person-organisation fit
Person-organisation fit is the extent to which an individuals values match those of the organisation.
Currently there is no robust measure available to effectively assess an individuals degree of fit with an
organisation, although there are methods that may offer some insight as to the degree of alignment. These
methods could include:
clearly stating organisational values or mission statements (where applicable) in the position description,
so candidates can self-assess their degree of fit with the organisation
using behaviourally-oriented interview questions to determine person-organisation fit
key attributes determined through job analysis can assist in determining the level of fit e.g. the attribute
is demonstrates a commitment to quality customer service
the following behaviourally-oriented interview question assesses the applicant Please give me an
example of a complex client service issue you needed to deal with recently what was the issue and
how did you resolve it?
asking pertinent reference check questions around an individuals values: Please describe a time when
demonstrated a commitment to customer service. Was this typical of the way dealt with clients?
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Information sheet 6
Developing/revising position descriptions
Position descriptions should be developed or revised each time a position becomes vacant or a new one
is created. This is due to the evolution of positions through organisational change.
The job analysis process should be used to inform the development/revision of the position description
(refer to Information sheet 1: Job analysis process flow diagram). As previously described, undertaking the
job analysis determines the current tasks, capabilities, and key result areas that go to forming the position
description.
Key considerations for the development of a position description are to:
clearly outline the tasks required of the role as determined through the job analysis process
clearly outline the requisite capabilities as determined by the job analysis process
include key selection criteria (KSC) that measure the capabilities required for the role in clear and
unambiguous language with no jargon
clearly state organisational values so candidates can self-assess their degree of fit with the organisation
state whether working with children checks or police checks are required for the role
state the job outcomes/key result areas in the position description. By doing this applicants are made
aware of the success measures for the role and therefore understand what measures they will be
assessed against.
A sample position description is provided online at www.dpcd.vic.gov.au/communitysector as a
downloadable template.
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Information sheet 7
Factors for consideration in attraction
In developing your attraction strategy, the following questions should be asked and answered5:
Best practice recruitment and selection a tool kit for the community sector
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Do you collect data on the recruiting methods you use to measure the return-on-investment in terms of
number and quality of hires yielded relative to source investment?
Tip: Attraction methods for regional and rural recruitment will need to be different to those for metropolitan
areas. It is important to ensure that you understand the particular factors facing regional and rural
recruitment prior to advertising.
Best practice recruitment and selection a tool kit for the community sector
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Information sheet 8
Guide to writing better advertising copy
The point of writing good recruitment advertising copy is to attract the right person for the job and to
promote a strong positive image for your organisation.
Copywriting is not about being clever with words. It is about getting a message clear in your head and
putting it across simply to your target audience.
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Information sheet 9
Using a standard application form for short-listing
Short-listing is used to reduce the number of applicants for a vacant position into a smaller, more
manageable pool.
Using a standard application form allows for an equitable short-listing of applicants (i.e. comparison of
applicants is based on content of their application). The use of a standard application form provides a more
transparent and objective approach to recruitment than traditional rsum screening as it reduces the risk
of assessing applicants on non-job relevant criteria e.g. rsum style/presentation.
Question design
Questions contained in the application form should be:
fair and unbiased
observe equal opportunity laws by not containing potentially discriminatory questions, such as the
candidates gender, and date of birth. Further information can be found at:
http://www.humanrightscommission.vic.gov.au/pdf/recruitment%20guidelines.pdf
related to job success.
Suggested areas to include in the application form which will assist in short-listing are:
education: qualifications obtained
employment/work experience: with sections to outline previous position title, responsibilities and
achievements in job roles
competency based questions: questions requiring candidates to demonstrate how they meet the key
selection criteria (KSC)
referee details: ideally these should be work-related referees who in some way managed the individual
(i.e. not a peer).
Tip: Ideally short-listing should be undertaken by the same panel members who are interviewing for
the vacant position.
A ranking method can be used to assist in shortlisting. This is where each KSC for the vacant position is
given a weighting (refer to Information Sheet 11: how to use a descriptively anchored rating scale) and each
application is scored against the weighted KSC.
Other methods for short-listing are:
Interviews (telephone or in-person).
Psychological testing (in conjunction with another method). This method is used often for large numbers
of applications.
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Information sheet 10
Preparing for interviews
Interviewing is the most commonly used selection technique. It can be expensive, time consuming and
most organisations do not maximise its value. However, if used appropriately, interviewing can be a good
predictor of work performance. Ideally, interviews are conducted by a panel of people.
32
Further examples of behaviourally-oriented questions that encourage STAR based responses include:
STAR
Example questions
Situation or Task
Action
Result
Scoring interviews
Interviewers should assess applicant responses using a descriptively anchored rating scale.
A descriptively anchored rating scale uses descriptors to help define the numerical ratings (refer to
Information sheet 11: How to use a descriptively anchored rating scale for more information).
Best practice recruitment and selection a tool kit for the community sector
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Information sheet 11
How to use a descriptively anchored rating scale
The use of a descriptively anchored rating scale is considered best practice as it provides a greater level
of rigour to the assessment process as it helps align interviewers scores and removes some of the
subjectivity of rating.
These rating scales use a description of the KSC to correspond with a numerical rating. They should be
developed for each interview question to assist interviewers in rating interviewee responses.
When this rating scale is used, the level of reliability between raters increases. This in turn increases the
validity of the selection technique (i.e. there is a better alignment between ratings given by interviewers).
An example of a descriptively anchored rating scale is as follows:
1 = much less than acceptable. Applicant did not at all demonstrate how they [insert KSC being measured]
2 = less than acceptable. Applicant insufficiently demonstrated how they [insert KSC being measured]
3 = acceptable. Applicant demonstrated sufficient evidence of how they [insert KSC being measured]
4 = more than acceptable. Applicant demonstrated detailed evidence of how they [insert KSC being
measured]
5 = much more than acceptable. Applicant significantly demonstrated in great detail how they [insert KSC
being measured]
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Information sheet 12
Assessment techniques
The use of additional assessment techniques significantly enhances the selection process and increases
the likelihood of a successful hire.
The following section provides an overview of what additional assessment can be used and in which
setting. An overview of why, what, who and how each additional assessment technique may be best
employed appears below6.
Tip 1: Research shows that work related assessment tests are received well. However, the use of
additional assessments should be balanced against factors such as the cost of the assessment, benefits
of using the assessment and labour market forces (i.e. in a tight labour market additional assessments
may prevent candidates applying).
Tip 2: When testing for skills, ensure any particular needs of applicants (e.g. language needs or
disabilities), are taken into account and flexibly applied7.
Psychometric assessment
Psychometric assessment is widely considered an important component of best practice. The type of tests
typically used for selection purposes are personality, cognitive ability, work styles and motivation. Research
indicates that combining cognitive ability tests with a personality test measuring conscientiousness will
provide a better prediction of work performance than cognitive ability alone.
All psychometric assessments need to be administered and interpreted by a qualified professional (i.e. a
psychologist, and an accredited human resources professional), however the following information provides
an indication as to what assessments are available.
Note that following a merit based process is still possible whether additional assessment techniques are used or not.
Public Sector Standards Commissioner, Guidelines: equal employment opportunity, 2006, available at www.ssa.vic.gov.au.
Best practice recruitment and selection a tool kit for the community sector
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Cognitive ability
Why
Research indicates that cognitive ability or general mental ability is well-established as the most
important predictor of work performance. Testing for cognitive ability is important because it has a
direct effect on job knowledge acquisition individuals who have higher cognitive ability acquire more
job knowledge, are able to acquire it faster and are able to compute complex information quickly and
accurately.
What
Generally, the recommended cognitive ability tests are those that test for numerical and verbal
reasoning. These tests should have been peer reviewed (i.e. tested by other researchers in the field).
The Australian Council for Educational Research publishes tests which have been peer reviewed and
are available to most human resources professionals.
Who
Cognitive ability may be assessed for roles at any level. The use of appropriate norm groups will help
assess the aptitude of an applicant in relation to similar others (i.e. scores for an individual applying
for an administrative role should be compared against an administration norm group).
For higher level roles, more difficult tests can be used. For lower level roles, easier tests can be used.
How
Cognitive ability results can be interpreted by someone with relevant qualifications. Many
psychological/HR consulting firms have access to cognitive ability instruments and can administer
and interpret the results for you. Alternatively, organisations may consider accrediting suitable internal
staff in certain instruments to build internal capabilities in this area. It is not recommended, however,
that an individual without appropriate qualifications/accreditation administer these tests or interprets
results.
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Personality assessment
Why
Personality assessment provides insight into an applicants personal style i.e. how conscientious they
are, how well they cope with stress, how they cope with frustration and anger, etc.
What
A highly recommended personality assessment is the NEO PI-R. This inventory
is based on a 5-factor model of personality and is the most widely validated personality instrument.
There is considerable research evidence that suggests that the 5-factor model of personality is a
strong predictor of performance on the job8.
Who
Applicants personality should be assessed for roles at any level. It can be an important assessment
for applicants who may move into, or are already in, positions of leadership and management. This is
due to the unique insight it provides into how a person is likely to lead others.
How
Personality inventories can only be interpreted by qualified/accredited individuals. Many
psychological/HR consulting firms have access to instruments such as the NEO PI-R and can
administer and interpret the profile for you. The NEO PI-R in particular should be interpreted by a
psychologist; however, there are other personality instruments that non-psychologists can obtain
accreditation in. Suitable individuals may be eligible for accreditation, which would create internal
capabilities in this area.
8 For example: Costa, P.T.Jr. Work and personality: Use of the NEO-PI-R in industrial/organisational psychology. Applied Psychology: An International Review. Vol 45(3)
Jul 1996, 225-241; Piedmont, R.L. & Weinstein, H.P. Predicting supervisor ratings of job performance using the NEO Personality Inventory. Journal of Psychology:
Interdisciplinary and Applied. Vol 128(3) May 1994, 255-265; Barrick, M.R & Mount, M.K. The Big Five personality dimensions and job performance: a meta-analysis.
Personnel Psychology. Vol 44(1) Spr 1991, 1-26; Detrick, P. et al. Validity study: relationship between personality and academy performance. Applied H.R.M.
Research. Vol 10(1) 2005, 99-102.
Best practice recruitment and selection a tool kit for the community sector
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What
Given the work sample or job knowledge test is unique to the role, there is generally no off-the -shelf
solution. Tests of this nature need to be specially developed. Ideally, these tests should be developed
by an organisational psychologist, and administered and scored by trained human resources
specialists. Scoring work sample tests involves trained experts observing and rating behaviour,
whereas job knowledge tests are written tests that have right/wrong response options.
Who
These tests may be used for technically oriented roles where specialist skills are required prior to
entry into the role.
How
A trained specialist who scores the test or observed behaviour should be the one to interpret the
results. Written results can then be provided to the hiring line manager.
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Information sheet 13
Reference checking
Reference checking is an essential part of the recruitment process and occurs to confirm information the
candidate has included in the application.
Professional referees should be provided by the applicant at the request of the recruiter and it is preferable
that these referees managed the candidate. Where an applicant is not able to provide professional referees
and is not able to provide a legitimate reason, it is advisable to explore why.
Questions used in reference checking should be scored using a standardised questionnaire using a
descriptively anchored ratings scale (for example 1-5 with each measure containing a descriptor explaining
what the measure means) in order to reduce the risk of non evidence based assessments. An example of
such a scale is provided in Information sheet 11 how to use a descriptively anchored rating scale.
Some areas that should be covered in the reference check are employment dates, confirmation of a
candidates claims in their application, estimates of an applicants job performance capability and the former
employers willingness to re-hire the applicant.
Similarly to the interview, it is advisable to use a combination of open and closed questions when
conducting reference checks.
Conducting any necessary checks such as police checks or working with children checks should also occur
at this stage. Organisational policy should cover whether this is a requirement.
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Information sheet 14
Structured induction/orientation process
Induction should be a structured process for all new starters. It is the first step in building a relationship
between the organisation and the employee. Research outlines that the transition to the new workplace is
made easier and more effective for both the new starter and the employer if there is an effective
induction/orientation process.
The potential benefits of a structured induction process are:
alignment of new starters with the organisations mission, vision, and values
an improved understanding of the organisation and where they fit into the organisations plans and goals
for new starters
retention of staff.
Induction content
Content of the induction process should cover both administrative and tactical issues, such as:
organisational vision, mission and values should be communicated
organisational business plan should be communicated
learning and development and performance management programs
administrative forms (such as payroll information) which should be distributed and completed prior to the
new starters orientation.
Common mistakes
In designing the induction process, research9 indicates the following are common and costly mistakes:
trying to fill up 20 hours of information into four hours of orientation
running an unstructured induction believing that doing so has no negative impact
providing the new employee with a range of publications but no explanation as to why they may find them
helpful
making new starter orientations boring
introducing new employees into the organisation without appropriate support and coaching.
A sample induction checklist that may be considered in preparing an induction process for new starters is
online at www.dpcd.vic.gov.au/communitysector.
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Information sheet 15
The buddy system
The buddy system is designed to support and provide new starters with guidance and information to assist
their transition into their new role. It is also an opportunity for the assigned buddy to directly (and positively)
effect the experience new starters have with organisation.
The potential benefits of the buddy system are:
faster integration of new starters into the organisations culture and processes
increased employee satisfaction and morale.
Buddy relationship
The assigned buddy should be from the same peer group level as the new starter and have enough
organisational experience to competently assist the new starter in the initial phase of their employment.
Important aspects of the buddys relationship with the new starter include:
confidentiality and trust
the development of rapport and respect
continuous interest in and communication with the new starter
accessibility of the buddy to the new starter
sharing knowledge and experience
ensuring that the new starter is working effectively and achieving the goals of the business.
The relationship of a buddy is ongoing. It is expected that, within the first month of commencement of
employment, the reliance on the buddy relationship will be stronger.
However, as the new starter becomes more familiar and confident within the workplace, the buddys
responsibilities will become less evident.
Buddy responsibilities
The following are suggested guidelines and expectations of the assigned buddy for the first three months of
the new starters employment.
Prior to commencement
call the new starter to welcome them to the team; check if they have any questions before they
commence
organise a catch up for the new starters first day in the organisation and invite other team members
ensure you have time put aside in your diary (in line with the new starters schedule) to dedicate to your
buddy.
First day
be available to greet the new starter following their induction (if attending) or first thing in the morning
organise a catch up with team members on their first day in the organisation
introduce new starter to key contacts/team members
provide guidance on completing first common system requirements
refer new starter to the online induction material (if available).
First month
continue to introduce the new starter to members of the wider organisation and be available to assist
them in settling in
ensure the new starter is invited to specific meetings with the organisational support staff
where possible, provide on-the-job training on organisational processes, procedures and policies
provide assistance with business tools that the organisation may use.
First three months
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Information sheet 16
Managing job expectations
Managing new starter expectations is critical to enhancing the success of an applicants placement in the
organisation. Assessing and understanding whether employees are culturally, intellectually and emotionally
aligned with the organisation provides a stronger connection between the employer and employee.
A psychological contract is the degree of alignment between the communicated role requirements and
expectations with the reality of what is actually experienced. Where misalignment of expectation and reality
is high, an increased likelihood of resignation exists.
The potential benefits of managing new starter expectations and reality are:
reduced risk of resignations
improved workplace productivity and morale.
Confidential communication
To align new starter expectations with reality, a formal feedback process should be obtained from new
starters after a specified period of time in the new role.
Feedback should:
be collected by an external, independent person
be treated confidentially.
Any individual information provided to the organisation by the third party must be authorised by the new
starter on a signed consent form.
Feedback focus
The feedback sought should focus on:
understanding what initial promises or statements were made during the selection process that led to
developing the new starters particular expectations
obtaining the new starters perception on:
their ability to realise the promises that were made to them
career opportunities within the organisation
values that are important to the organisation.
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Information sheet 17
Probation periods
The probation period is critical to ensuring the role and organisation is right for the new starter.
It provides an opportunity for the new starter to understand and appreciate job requirements and expected
work standards, their fit with the organisation, and for the employer to address any issues during the
probation period.
The potential benefits of actively managing probation periods are savings in resources otherwise required
for supervision, counselling, training and management of underperforming people.
It is recommended that meetings are scheduled with the new employee at regular intervals leading up to
the conclusion of the probation period. These meetings should be used to assess how the new employee is
performing and coping with the role. These provide an opportunity to clarify responsibilities and tasks and
make sure that any support required is offered.
Factors to consider for probation periods include:
when planning the job and undertaking the job analysis:
think about the application of probation periods, considering the nature of the job
advise applicants that probation periods will apply and the estimated duration during the recruitment
process.
once the selection decision is made:
set the probation period, reflecting on the successful new starters experience, expertise, and so on.
on job commencement:
discuss the probation period with the new starter, including intent and structure.
during the probation period:
regularly monitor new starters performance during the probation period and be clear about who is
responsible for monitoring (typically, the hiring line manager is responsible for monitoring probations
and confirming the appointment of employees)
meet with the new starter regularly regarding performance and probation.
at the end of probation period:
complete probation report
notify the new starter and human resources of the probation decision (i.e. confirm appointment, extend
probation or annul employment).
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